Behavioral+Theories+of+Learning+&+Programmed+Learning

=Programmed Learning=



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Programmed Learning is an offshoot of Programmed Instruction, as developed by B.F. Skinner. Skinner's technique of Programmed Instruction (PI) entails self-teaching with the support of structured course material. Students advance through the material and check their own responses after completing exercises. The material is presented in manageable chunks, and students are only permitted to continue to the next exercise/activity/chapter after successfully completing its precedent.

PI was expanded by Robert M. Gagné, and his concept was coined Programmed Learning (PL).

Other information and research related to Programmed Learning:
Article: Learning from Programmed Instruction

=Programmed Learning=

Programmed Learning is an offshoot of Programmed Instruction, as developed by B.F. Skinner. Skinner's technique of Programmed Instruction (PI) entails self-teaching with the support of structured course material. Students advance through the material and check their own responses after completing exercises. The material is presented in manageable chunks, and students are only permitted to continue to the next exercise/activity/chapter after successfully completing its precedent.

PI was expanded by Robert M. Gagné, and his concept was coined Programmed Learning (PL).

Other information and research related to Programmed Learning:
Article: Learning from Programmed Instruction

Programmed instruction is a teaching technology based on behavioral analysis research. Programmed instruction uses prompting, principles of shaping, stimulus fading, and feedback. Computer-based instruction is commonly used in both educational and business training settings and still contains the primary components of programmed instruction. Over time programmed instruction has morphed from using small steps or chunks of information to a more modern programmed instruction typically uses larger step sizes and multiple-choice questions

Programmed instruction consistently includes a contingency of reinforcement. The following frames are presented in a logical sequence. Depending upon the instructional designer, the dimensions of the components will vary. The logical sequence of frames includes:
 * antecedent stimuli that emits a response
 * a possible response in the presence of the stimuli
 * an outcome, consisting of information about the correctness of the response. These contingencies of reinforcement, often called "frames," are presented in a logical sequence.

Skinner highlighted the importance of feedback in instruction. He described feedback as having a function which shapes and maintains the learner's appropriate responses. Feedback has also been described as an immediate reinforcer for correct behavioral responses.

(Information from [|www.highbeam.com])

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**Types of Programmed Learning**

 * Linear Programmed Learning:**
 * B.F. Skinner developed linear programmed learning methods to be used within the classroom in the late 1950s.
 * Subject matter is broken into sequential steps of small amounts of information called frames.
 * The student is expected to correctly answer a question based on a frame.
 * Immediate feedback or reinforcement is given after a student responds to the question.
 * Students must successfully complete a frame or step before moving on to the next one. Therefore frames cannot be skipped or revisited making the process linear.


 * Branching Programmed Learning:**
 * This type of programmed learning was based off the work of Norman Crowder (psychologist of U.S. Industries Inc. Western Design & Electronics) in the early 1960s to provide flexibility and accommodate the needs of different types of learners.
 * Crowder designed larger frames of information with a following multiple choice question.
 * Students who choose correct responses move on to advanced frames. Those who answer incorrectly are sent to a remedial frame with an explanation of the correct response.
 * The student can follow different paths through the sequential frames of the subject matter.
 * Any particular subject matter can be studied in several paths or branches within the program, depending on student responses.
 * Many computer-assisted instruction programs are based on the principle of branching program learning.

(Information from [|How To Design Programmed Learning Materials. Teaching and Learning in Higher Education, 12.] by Henry Ellington
 * Programmed Learning Today:**
 * This method is considered to be more flexible, so that the steps do not have to be as short as in the early theory depending on the subject matter and learner path.
 * Students have access to a wide variety of media and technology, including research based computer-assisted instruction programs.
 * The program provides clear objectives for the student.
 * Students work through these types of programs individually and therefore can be self-contained.
 * Individuals work at their own speed and feed back is given quickly. Students are then able to see their progress and review their scores.

Students from the University of Hull posted a presentation on Skinner's Programmed Learning. Click here to view their PowerPoint presentation.